# 23 Ill. Adm. Code 27.480: Section 27.480 Gifted Education Specialist

> Illinois · Regulations · In force

URL: https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P27_S27_480

## Section

- **Citation:** 23 Ill. Adm. Code 27.480
- **Heading:** Section 27.480 Gifted Education Specialist
- **Jurisdiction:** Illinois
- **Kind:** Regulations
- **Status:** In force
- **Text as of:** August 14, 2026
- **Source:** Compiled text
- **Location:** Illinois Administrative Code / Title 23 EDUCATION AND CULTURAL RESOURCES / CHAPTER I: STATE BOARD OF EDUCATION / Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS / Section 27.480 Gifted Education Specialist

## Text

Section
27.480  Gifted Education Specialist
By October
1, 2024, all candidate for an endorsement in the teaching of Gifted Education
will be required to complete a program aligned to the NAGC-CEC Teacher
Preparation Standards in Gifted Education (2013), published by the National
Association for Gifted Children, 1331 H Street NW, Suite 1001, Washington DC
20005, and available at
https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/nagc-cec-teacher.
(No later amendments to or editions of these guidelines are incorporated.)  The
standards effective until September 30, 2024 are as follows:
a)         The competent gifted
education specialist, recognizing the learning and developmental differences of
students with gifts and talents, promotes ongoing self-understanding, awareness
of their needs, and cognitive and affective growth of these students in school,
home and community settings to ensure specific student outcomes.  The competent
gifted education specialist:
1)         collects and develops
tools and techniques to engage the full range of profiles of gifted and
talented students, including students with special needs (e.g., students with
disabilities (twice exceptional), English language learners, creatively gifted,
visual-spatial learners, profoundly gifted), in identifying their interests,
strengths and gifts;
2)         assists gifted and
talented students in developing their pride in their gifts and talents and
encouraging their passion in their areas of interest;
3)         develops activities that
can be easily tailored to match each student's developmental needs and
culture-based learning needs or to compensate for areas of deficit, to include students
with special needs;
4)         provides a variety of
research-based grouping practices for use with gifted and talented students
that allow them to interact with individuals of various gifts, talents,
abilities and strengths;
5)         models respect for individuals
with diverse
developmental needs and
culture-based learning needs or to compensate for areas of deficit, to include students
with special needs;
4)         provides a variety of
research-based grouping practices for use with gifted and talented students
that allow them to interact with individuals of various gifts, talents,
abilities and strengths;
5)         models respect for individuals
with diverse abilities, strengths and goals, including those with atypical
gifted profiles (i.e., students with special needs);
6)         provides role models
(e.g., through mentors, bibliotherapy) for gifted and talented students that
match their abilities and interests;
7)         identifies
extracurricular learning opportunities that match students' abilities and
interests, and works to remove barriers to their taking advantage of these
opportunities;
8)         collaborates with
families in accessing resources to develop their child's talents;
9)         designs interventions
for students to develop cognitive and affective growth that is based on
research of effective practices;
10)         develops specialized
intervention services for underachieving gifted and talented students to
accommodate their deficits, remediate barriers to achievement, leverage their
gifts and build their community with other gifted and talented students;
11)         enables students to
identify their preferred approaches to learning, accommodates the students'
preferences and expands them;
12)         provides students with
college and career guidance that is consistent with their strengths; and
13)         implements a scope and
sequence of the curriculum that contains personal and social awareness and
adjustment, academic planning and vocational and career awareness.
b)         The competent gifted
education specialist has a deep understanding of assessment and its ability to
provide information about identification, learning progress and outcomes, and
evaluation of programming for students with gifts and talents in all domains
the curriculum that contains personal and social awareness and
adjustment, academic planning and vocational and career awareness.
b)         The competent gifted
education specialist has a deep understanding of assessment and its ability to
provide information about identification, learning progress and outcomes, and
evaluation of programming for students with gifts and talents in all domains.
The competent gifted education specialist:
1)         identifies gifted and
talented students, including those students with special needs who may be
underserved;
2)         develops environments
and instructional activities that accommodate the full range of learning and
performing found among gifted populations, and encourages students to express
diverse characteristics and behaviors that are associated with giftedness;
3)         uses current,
research-based assessment strategies appropriate for accurately measuring the
progress of all gifted and talented students, including students with special
needs;
4)         establishes
comprehensive, cohesive and ongoing procedures for identifying and serving
gifted and talented students; these provisions include informed consent,
committee review, student retention, student reassessment, student exiting, and
appeals procedures for both entry and exit from gifted program services;
5)         selects and uses
multiple assessments that measure diverse abilities, talents and strengths that
are based on current theories, models and research;
6)         selects assessments that
provide qualitative and quantitative information from a variety of sources,
including "off-level" testing (i.e., not designed for the grade level
of the student), and are nonbiased and equitable, and technically adequate for
the purpose;
7)         possesses knowledge of
student exceptionalities and collects assessment data while adjusting
curriculum and instruction to learn about each student's developmental level
and aptitude for learning;
8)         interprets multiple
assessments
el" testing (i.e., not designed for the grade level
of the student), and are nonbiased and equitable, and technically adequate for
the purpose;
7)         possesses knowledge of
student exceptionalities and collects assessment data while adjusting
curriculum and instruction to learn about each student's developmental level
and aptitude for learning;
8)         interprets multiple
assessments in different domains and understands the uses and limitations of
the assessments in identifying the needs of gifted and talented students,
including those students with special needs;
9)         informs all parents and
guardians about the identification process, obtains parental or guardian
permission for assessments, uses culturally sensitive checklists, and elicits
evidence regarding the child's interests and potential outside of the classroom
setting;
10)         selects and uses
non-biased and equitable approaches for identifying gifted and talented
students, which may include using locally developed norms or assessment tools
in the child's native language or in nonverbal formats;
11)         understands and
implements district and State policies designed to foster equity in gifted
programming and services;
12)         provides parents and
guardians with information in their native language regarding diverse behaviors
and characteristics that are associated with giftedness, including unique
characteristics associated with gifted students with special needs;
13)         provides parents and
guardians with information in their native language that explains the nature
and purpose of gifted programming options;
14)         uses differentiated
pre- and post-performance-based assessments to measure the progress of gifted
and talented students;
15)         uses differentiated
product-based assessments to measure the progress of gifted and talented
students;
16)         uses off-level
standardized assessments to measure the progress of gifted and talented
students;
17)         uses and interprets
qual
14)         uses differentiated
pre- and post-performance-based assessments to measure the progress of gifted
and talented students;
15)         uses differentiated
product-based assessments to measure the progress of gifted and talented
students;
16)         uses off-level
standardized assessments to measure the progress of gifted and talented
students;
17)         uses and interprets
qualitative and quantitative assessment information to develop a profile of the
strengths and weaknesses of each gifted and talented student to plan
appropriate intervention;
18)         communicates and
interprets assessment information to gifted and talented students and their
parents or guardians;
19)         ensures that the
assessments used in the identification and evaluation processes are reliable,
are sensitive to the needs of special populations, are valid for each
instrument's purpose, allow for above grade-level performance and allow for
diverse perspectives;
20)         ensures that the
assessment of the progress of gifted and talented students uses multiple
indicators that measure mastery of content, higher-level thinking skills,
achievement in specific program areas and affective growth;
21)         assesses the quantity,
quality and appropriateness of the programming and services provided for gifted
and talented students by disaggregating assessment data and yearly progress
data and making the results public;
22)         provides the necessary
time and resources to implement an annual evaluation plan developed by
personnel with expertise in program evaluation and gifted education;
23)         ensures that the
evaluation plan is purposeful and evaluates how student-level outcomes are
influenced by one or more of the following components of gifted education
programming: identification, curriculum, instructional programming and
services, ongoing assessment of student learning, counseling and guidance
programs, teacher qualifications and professional development, parent and
guardian and commu
hat the
evaluation plan is purposeful and evaluates how student-level outcomes are
influenced by one or more of the following components of gifted education
programming: identification, curriculum, instructional programming and
services, ongoing assessment of student learning, counseling and guidance
programs, teacher qualifications and professional development, parent and
guardian and community involvement, programming resources, and programming
design, management, and delivery; and
24)         disseminates results of
the program evaluation, orally and in written form, and explains how results
will be used.
c)         The competent gifted
education specialist applies the theory and research-based models of curriculum
and instruction for gifted and talented students and responds to his or her
students' needs by planning, selecting, adapting and creating culturally
relevant curriculum materials or curricula and by using a repertoire of
evidence-based instructional strategies to ensure specific student outcomes.
The competent gifted education specialist:
1)         uses local, State and
national standards to align and expand curriculum materials or curricula and
instructional plans;
2)         designs and uses a
comprehensive and continuous scope and sequence to develop differentiated plans
for gifted and talented students in prekindergarten through grade 12;
3)         adapts, modifies or
replaces the core or standard curriculum to meet the needs of gifted and
talented students and those with special needs;
4)         designs differentiated
curricula that incorporate advanced, conceptually challenging, in-depth,
distinctive and complex content that can be modified to meet the needs of all
gifted and talented students, including students with special needs;
5)         uses a balanced
assessment system, including pre-assessment and formative assessment, to
identify students' needs, develop differentiated education plans and adjust
plans based on continual progress monitoring;
6)         u
ng, in-depth,
distinctive and complex content that can be modified to meet the needs of all
gifted and talented students, including students with special needs;
5)         uses a balanced
assessment system, including pre-assessment and formative assessment, to
identify students' needs, develop differentiated education plans and adjust
plans based on continual progress monitoring;
6)         uses pre-assessments and
paces and differentiates instruction based on the learning rates and needs of
each gifted and talented student, accelerating and compacting learning as
appropriate;
7)         uses information and
technologies, including assistive technologies, to individualize instruction for
gifted and talented students, including those who are twice-exceptional;
8)         collaborates with school
service personnel and special educators to design and deliver curricula in
cognitive, affective, aesthetic, social and leadership domains that are challenging
and effective for gifted and talented students, including students with special
needs;
9)         uses meta-cognitive
models to meet the needs of gifted and talented students;
10)         selects, adapts and
uses a repertoire of instructional strategies and materials that differentiate
instruction for gifted and talented students and respond to diversity;
11)         uses school and
community resources that support differentiation;
12)         provides opportunities
for gifted and talented students to explore, develop or research their areas of
interest and/or talent;
13)         uses critical-thinking
strategies to meet the needs of gifted and talented students;
14)         uses creative-thinking
strategies to meet the needs of gifted and talented students;
15)         uses problem-solving
model strategies to meet the needs of gifted and talented students;
16)         uses open-ended inquiry
models to meet the needs of gifted and talented students;
17)         develops and uses
challenging, culturally responsive curriculum materials or curri
students;
14)         uses creative-thinking
strategies to meet the needs of gifted and talented students;
15)         uses problem-solving
model strategies to meet the needs of gifted and talented students;
16)         uses open-ended inquiry
models to meet the needs of gifted and talented students;
17)         develops and uses
challenging, culturally responsive curriculum materials or curricula to engage
all gifted and talented students;
18)         integrates career
exploration experiences into learning opportunities for gifted and talented
students (e.g., biography study, speakers);
19)         uses curriculum
materials or curricula for deep explorations of cultures, languages and social
issues related to diversity; and
20)         demonstrates the
ability to identify and leverage sources for high-quality resources and
materials that are appropriate for gifted and talented students.
d)         The competent gifted
education specialist creates learning environments that foster personal and
social responsibility, multicultural competence, and interpersonal and
technical communication skills for leadership in the 21
st
century to
ensure specific student outcomes.  The competent gifted education specialist:
1)         maintains high
expectations for all gifted and talented students, as evidenced in meaningful
cognitively and creatively challenging activities;
2)         recognizes, accommodates
and helps to remediate the limitations of gifted students with special needs in
meeting production demands;
3)         provides opportunities
for self-exploration, development and pursuit of interests and development of
identities supportive of achievement (e.g., through mentors and role models);
4)         creates
environments that support trust among diverse learners;
5)         provides feedback that
focuses on effort, evidence of potential to meet high standards and mistakes as
learning opportunities;
6)         provides examples of
positive coping skills and opportunities to apply them;
7)
lopment of
identities supportive of achievement (e.g., through mentors and role models);
4)         creates
environments that support trust among diverse learners;
5)         provides feedback that
focuses on effort, evidence of potential to meet high standards and mistakes as
learning opportunities;
6)         provides examples of
positive coping skills and opportunities to apply them;
7)         understands the needs of
gifted and talented students for both solitude and social interaction;
8)         provides opportunities
for gifted and talented students to interact with intellectual and artistic and
creative peers, as well as with chronological-age peers;
9)         provides students with
special needs with opportunities to interact with both intellectual and
emotional-age peers and with other gifted and talented students with special
needs;
10)        assesses and provides
instruction on social skills needed for school, community and the world of
work;
11)        establishes a safe and
welcoming climate for addressing social issues and developing personal
responsibility;
12)        provides environments
for developing many forms of leadership and leadership skills;
13)        promotes opportunities
for leadership in community settings to effect positive change;
14)        models appreciation for
and sensitivity to students' diverse backgrounds and languages;
15)        censures discriminatory
language and behavior, and models appropriate strategies for addressing social
issues, including discrimination and stereotyping;
16)        provides structured
opportunities to collaborate with diverse peers on a common goal;
17)        provides opportunities
for advanced development and maintenance of first and second languages;
18)        provides resources to
enhance oral, written and artistic forms of communication, recognizing
students' cultural context; and
19)        ensures access to
advanced communication tools, including assistive technologies, and use of
these tools for expressing h
rs on a common goal;
17)        provides opportunities
for advanced development and maintenance of first and second languages;
18)        provides resources to
enhance oral, written and artistic forms of communication, recognizing
students' cultural context; and
19)        ensures access to
advanced communication tools, including assistive technologies, and use of
these tools for expressing higher-level thinking and creative productivity.
e)         The competent gifted
education specialist is aware of empirical evidence regarding the cognitive,
creative and affective development of gifted and talented students, and programming
that meets their concomitant needs. Competent teachers use this expertise
systematically and collaboratively to develop, implement and effectively manage
comprehensive services for students with a variety of gifts and talents to
ensure specific student outcomes.  The competent gifted education specialist:
1)         regularly
uses multiple alternative approaches to accelerate learning;
2)         regularly uses
enrichment options to extend and deepen learning opportunities within and
outside of the school setting;
3)         regularly uses multiple
forms of grouping, including clusters, resource rooms, special classes or
special schools;
4)         regularly uses
individualized learning options, such as mentorships, internships, online
courses and independent study;
5)         regularly uses current
technologies, including online learning options and assistive technologies, to
enhance access to high-level programming;
6)         demonstrates support for
gifted programs through equitable allocation of resources and demonstrated
willingness to ensure that gifted and talented students receive appropriate
educational services;
7)         collaborates with
educators in gifted, general and special education programs, as well as those
in specialized areas, to collaboratively plan, develop and implement services
for gifted and talented students;
8)         regularly engag
equitable allocation of resources and demonstrated
willingness to ensure that gifted and talented students receive appropriate
educational services;
7)         collaborates with
educators in gifted, general and special education programs, as well as those
in specialized areas, to collaboratively plan, develop and implement services
for gifted and talented students;
8)         regularly engages
families and community members for the purposes of planning, programming,
evaluating and advocating;
9)         tracks expenditures at
the school level to verify appropriate and sufficient funding for gifted
programming and services;
10)         develops thoughtful,
multi-year program plans in talent areas relative to students in
prekindergarten through grade 12;
11)         creates policies and
procedures to guide and sustain all components of the program, including
assessment, identification, acceleration practices and grouping practices, that
are built on an evidence-based foundation in gifted education;
12)         provides professional
guidance and counseling for individual student strengths, interests and values;
and
13)         facilitates
mentorships, internships and vocational programming experiences that match
student interests and aptitudes.
f)         The competent gifted
education specialist formally assesses professional development needs related
to standards, develops and monitors development plans, systematically engages
in training to meet identified needs and demonstrates mastery of standards
through the assessment of relevant student outcomes
d vocational programming experiences that match
student interests and aptitudes.
f)         The competent gifted
education specialist formally assesses professional development needs related
to standards, develops and monitors development plans, systematically engages
in training to meet identified needs and demonstrates mastery of standards
through the assessment of relevant student outcomes.  The competent gifted
education specialist:
1)         participates in ongoing,
research-supported professional development that addresses the foundations of
gifted education, education of gifted students with special needs,
characteristics of students with gifts and talents, assessment, curriculum
planning and instruction, learning environments and programming;
2)         provides professional
development for teachers that models how to develop environments and
instructional activities that encourage students to express diverse
characteristics and behaviors that are associated with giftedness;
3)         stays current regarding
key issues affecting gifted students, such as anti-intellectualism, and trends
in gifted education, such as equity and access;
4)         provides human and
material resources needed for professional development in gifted education
(e.g., release time, funding for continuing education, substitute support,
webinars, mentors);
5)         expands the support
system for gifted and talented students and their families by connecting them
to organizations and publications relevant to gifted education;
6)         assesses his or her
instructional practices on an ongoing basis and, based on these assessments,
continues his or her professional development related to gifted education
through the school district's staff development, professional organizations and
higher education settings;
7)         assesses evidence of the
impact of new instructional approaches both on teacher practice and student
learning;
8)         leverages multiple modes
of delivering professional development,
e assessments,
continues his or her professional development related to gifted education
through the school district's staff development, professional organizations and
higher education settings;
7)         assesses evidence of the
impact of new instructional approaches both on teacher practice and student
learning;
8)         leverages multiple modes
of delivering professional development, including online courses, online
gifted-related communities, workshops, professional learning communities and
book "talks";
9)         identifies and addresses
areas in his or her professional development plans for personal growth in the
teaching of gifted and talented students;
10)         responds to cultural
and personal frames of reference when teaching gifted and talented students;
and
11)         complies with rules,
policies and standards of ethical practice.

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Source: Frix Law Library, https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P27_S27_480. Check the current official text before relying on it. Not legal advice.